DAILY LESSON PLAN

Date: 4/24/14

Teacher(s): Juan Soriano

Lesson Title: Flash Fiction and Writing

Grade: 11

(Projected/Current Unit of Study): Expository writing

ELA Standard(s):
Learning Objectives: (Students will:)
Analyze pieces of flash fiction
Discuss what works about them and their use of words and language
Write pieces of flash fiction using this knowledge
Analyze how their pieces of Flash Fiction effectively used words and
language to convey meaning and how they could incorporate that into other
writing assignments
Delivery Strategies (mark with X; lesson specifics on next page):
Lecture
Socratic Lesson
Overhead/PowerPoint Note
Group Discussion
Group Activity
Jigsaw

Role Play
Reading Analysis
Audio-Video Analysis
Writing Activity
Debate
Worksheet

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Assessment and/or Evaluation Strategies (mark with X):

Observation
Anecdotal Notes
Work Samples
Interview/Conference
Checklist
Oral Questioning
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Learning Log/Journal
Self-assessment
Peer-assessment
Assessment Rubric
Evaluation Rubric
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Resources/Materials: Short stories, writing utensils, video

Presentation
AV Presentation
Written Submission
Oral Report
Test/Quiz
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| Lesson Delivery Specifics:

Timing |
Segment 1: | 7 to 10 minutes.
3-4 minutes. Watching a short video and reading two flash fiction stories.
Remainder of this time will be spent discussing how these stories effectively use words
and language.

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Segment 2: | 9 minutes
Students will roam different three work stations in order to write flash fiction stories with
varying sentence lengths of one, three, and five sentences. They will spend three minutes
per section.

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Segment 3: | 5 minutes
Students will talk over the experience of writing flash fiction and will analyze how to
bring it into other forms of writing.

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Homework/Extension/Reminders: Write a 100 word flash fiction story based
on a picture, song, or memory to be shared in class the next day.

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Witness
By John Edgar Wideman
Sitting here six floors up on my little balcony when I heard shots and saw them boys
running. My eyes went straight to the lot beside Mason's bar, and I saw something black
not moving in the weeds and knew a body was lying there and knew it was dead. A 15year-old boy, the papers said. Whole bunch of sirens and cops and spinning lights the
night I'm talking about. I watched till after they rolled him away and then everything got
quiet again as it ever gets round here, so I'm sure the boy's people not out there that night.
Didn't see them till next morning. I'm looking down at those weeds. A couple's coming
slow on Frankstown with a girl by the hand, had to be the boy's baby sister. They pass
terrible Mason's and stop exactly next to the spot the boy died. How did they know. Then
they commence to swaying, bowing, hugging, waving their arms about. Forgive me,
Jesus, but look like they grief dancing, like the sidewalk too cold or too hot they had to
jump around not to burn up. How'd his people find the spot. Could they hear my old mind
working to guide them, lead them like I would if I could get up out this damn wheelchair
and take them by the hand.
For sale: baby shoes, never worn.
By Ernest Hemmingway?

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Common Core Standards

CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.W.11-12.3.A
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.C
Use a variety of techniques to sequence events so that they build on one another to create
a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text.
CCSS.ELA-LITERACY.L.11-12.5.B
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Analyze nuances in the meaning of words with similar denotations.

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